A Study Of The Application Of Story Teaching Method In English Vocabulary Teaching In Junior High School

With the rapid development of China’s economy and culture,English has become indispensable as a communicative language in life.The new curriculum reform also puts forward more and more demands on English teaching.For junior high school students,the accumulation and mastery of vocabulary is the foundation of English learning and communication.At present,the current situation of vocabulary teaching in China is that students memorize vocabulary repeatedly and stay at the level of mechanical memory,which cannot effectively stimulate students’ interest in memorizing vocabulary and improve their memory efficiency.The story teaching method is a skill-based teaching method in which teachers create scenarios,use their initiative and make up interesting stories to motivate students to learn,so that they can master the content in an emotional experience and can enable students to develop their thinking and imagination skills effectively.This study attempts to apply the story teaching method to the teaching of English vocabulary in junior high school by putting the vocabulary in a story context to understand and use it,and teaching the vocabulary for fun.The study will focus on the following two questions:(1)How does the story teaching method influence junior high school students’ interest in English vocabulary learning?(2)How does the story teaching method influence the efficiency of English vocabulary learning of junior high school students?Two classes(Class 3 and Class 4)in the second year of Nanyang NO.13 Junior High School were involved as the experimental class(EC)and control class(CC)respectively,and the control class adopted the traditional vocabulary teaching by reading aloud and translating while the experimental class was taught by the story teaching method.The research process was divided into three phases: the pre-test phase,the teaching experiment phase and the post-test phase.In the pre-test phase,questionnaires and vocabulary tests were administered to both the experimental and control classes.In the teaching experiment phase,the experimental class was taught using the story teaching method,while the control class was taught vocabulary by traditional teaching method.In the post-testing phase,the same test questions were used to post-test the experimental and control classes,while the questionnaire was administered again in the experimental class and the students in the experimental class were interviewed according to their performance.The author used SPSS22.0 software to conduct statistical analysis of the data from the tests and questionnaires.The results showed that the story teaching method greatly improved the English vocabulary learning efficiency of the students in the experimental class.On the other hand,the experimental class students’ interest in learning English vocabulary was enhanced.The experiment proved that the story teaching method is feasible and effective in teaching English vocabulary in junior high school.Using the story teaching method in vocabulary teaching not only enables students to feel the cultural charm behind the vocabulary and increase their interest in learning,but also enhances their ability to use vocabulary and expression skills.The method also provides English teachers with a new perspective on English vocabulary teaching strategies.